SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of classroom teacher may include but is not limited to:
-
Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
-
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
-
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class:
-
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
-
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
-
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
School vision
At Springside, we are committed to delivering excellence through evidence-informed practices. Our community works in harmony to develop confident thinkers who think, act, and adapt positively to an ever-changing world.
Learning Today, Leading Tomorrow.
School values
At Springside, our values of Respect, Optimism, Responsibility, and Excellence guide everything we do. These values:
- Provide a foundation for evidence-informed decision-making and action.
- Shape the way we work together, in harmony, by fostering shared high expectations and norms.
- Keep our school community focused on what truly matters, ensuring a supportive and high-achieving learning environment with the student at the centre of all decision making.
Context challenges
Student Learning Outcomes
Numeracy: Improvement was evident, with most students performing at or above expected levels.
Literacy: Progress was less consistent, though most students remained at expected levels. Targeted intervention through the Tutor Learning Initiative (TLI) supported students requiring additional assistance.
High-ability students: The review highlighted a need for more responsive and adaptive teaching to extend students achieving above expected levels.
Students with disabilities: The Disability Inclusion process was introduced in 2024, with growing role clarity and structured support mechanisms in place.
Student Engagement & Wellbeing
Engagement: Some Attitudes to School Survey (AToSS) indicators declined over the review period, despite the introduction of classroom engagement norms and student agency strategies.
Connectedness: While the school established a tiered wellbeing support framework and a positive behaviour strategy, student connectedness remained a challenge. Attendance data showed an increase in students with more than 20 days of absence, prompting a need for strengthened attendance strategies and family engagement.
Koorie & Refugee students: The review noted the importance of continuing to embed culturally responsive practices and targeted support to ensure equitable outcomes for all students.
School Practices & Teaching Approaches
The school implemented a whole-school instructional model, incorporating evidence-based teaching strategies through professional learning. However, the consistent use of student data to inform differentiation and individual support remains a key area for development.
Professional Learning Communities (PLCs) were established, but further refinement is needed to ensure data-driven decision-making extends student learning.
Intent, rationale and focus
Strategic Direction & Priorities
Intent: What is the school striving to achieve?
Springside Primary School is committed to embedding an evidence-informed instructional model across the curriculum, ensuring high-quality teaching and learning practices. We aim to enhance teacher expertise in English and Mathematics, strengthen the use of student learning data for planning and differentiation (responsive and adaptive teaching), and deepen student cognitive engagement to maximise learning outcomes for all students.
Rationale: Why is this important?
A strong, consistent instructional approach ensures that every student receives high-quality teaching tailored to their needs. Strengthening teacher knowledge and data-informed practices will lead to improved student outcomes. Additionally, deepening student cognitive engagement fosters independent, motivated learners who can apply their skills in an ever-changing world.
Wellbeing is foundational to learning success. While the school has implemented a positive behaviour framework and wellbeing practices, there is an opportunity to further embed consistent social and emotional learning approaches. The transition to Disability Inclusion in 2024 presented an important opportunity to enhance inclusive practices, ensuring all students have the necessary support to thrive.
Building strong partnerships with families is key to student success. Raising awareness of teaching and wellbeing strategies within the wider community and refining attendance strategies will strengthen school-home connections and improve student engagement.
Focus: What are the school¿s priorities over the next four years?
- Teaching & Learning Excellence: Fully embed the instructional model, deepen teacher understanding of curriculum, and enhance the use of student data to drive differentiation (responsive and adaptive teaching) and impact.
- Professional Learning Communities (PLCs): Strengthen the use of evidence to measure and extend student learning outcomes. Increase collaboration, content and pedagogical knowledge of staff across the school.
- Student Engagement & Wellbeing: Further embed the positive behaviour framework and social-emotional learning approaches to support student wellbeing.
- Disability Inclusion & Inclusive Practices: Provide ongoing professional learning to support inclusive teaching and ensure appropriate adjustments for students.
- Family & Community Partnerships: Increase awareness of school strategies within the community and refine attendance processes to strengthen student engagement.
This strategic direction ensures Springside Primary continues to foster Respect, Responsibility, Optimism, and Excellence, creating a thriving learning environment for all students.
History
Springside Primary School is located in Caroline Springs in the western suburbs of Melbourne, approximately 34 kilometres from the Melbourne Central Business District. The school was originally founded in 2009 as a campus of Caroline Springs College before establishing itself as Springside P-9 College in 2012. Springside College was a Kindergarten to Year 9 educational setting that was constructed in two stages. Stage 1 opened in 2009, catering for students from Kindergarten to Year 4 with a total of 154 enrolments. Stage 2 followed in 2010, catering for students from Kindergarten to Year 9 with a total of 570 enrolments. In 2017 a further transition occurred with the opening of a local secondary college. In 2020, the school opened as the newly named Springside Primary School. Current enrolments are approximately 968 students and steadily increasing.
Facilities
School facilities include the Springside Kindergarten complex, over 40 air-conditioned classrooms, full-size gymnasium and performing arts learning area, library, canteen, food and materials technology spaces, two science rooms, art room and the administration area. Outside, students have open synthetic grass spaces, two playground areas, two basketball courts and many passive playing areas. Information Technology is available throughout the school, with all children having access to mobile computing via wireless internet. There are TVs installed in all learning areas and in Years Prep - 6 there is a range of ICT devices and resources allocated to each year level. In 2025, students in grades 3-6 will be participating in a `Bring Your Own Device (iPad) program. Environmentally sustainable, the school's design features cathedral ceilings and louvre windows that provide natural ventilation throughout the campus. The school also has an impressive Stephanie Alexander Kitchen-Garden program, and primary students access the Science lab weekly.
